摘要
本文以Robinson的认知理论为指导,以两部我国通用的英语教材为样本,分析了高校英语教材的任务排序特点。通过论证与分析,我们认为:1)样本教材在任务排序上未充分考虑认知复杂度这一重要因素;2)样本教材是按功能和意念进行内容组织和任务排序的,有较大的主观性;3)由于排序时未充分考虑认知复杂度,样本教材可能会降低学习动机,影响对输入的理解和吸收,阻碍输出的准确性和复杂性,对二语发展有一定的不利影响。
Based on the theories of cognitive psychology and adopting two commonly-used textbooks as subjects,this paper analyzes the characteristics of task sequencing of College English textbooks in China and concluded: 1) cognitive complexity is not taken into full consideration in task sequencing of the samples;2) content organization and task sequencing of the samples is mainly conducted according to functions and notions,thus lacking objectivity;3) due to the neglect of cognitive complexity,sample textbooks may negatively affect L2 development through adverse impact upon the learners motivation,the incorporation of input and the accuracy and complexity of output.
出处
《外语研究》
CSSCI
北大核心
2009年第3期62-69,共8页
Foreign Languages Research
关键词
认知复杂度
英语教材
任务排序
cognitive complexity
English textbook
task sequencing
